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# Multiplication Practice - 2, 5, 10 times tables

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182 Ratings
TchrBrowne
7.2k Followers
2nd - 4th, Homeschool
Subjects
Resource Type
Standards
Formats Included
• PDF
Pages
5 pages
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TchrBrowne
7.2k Followers
##### Also included in
1. Are you looking for a fun, interactive way for your students to practice multiplication facts? These multiplication riddles and multiplication sorting activities will have your students begging for more. This bundle will last you the entire school year!Not only will you get a printable version but 7
Price \$15.00Original Price \$21.00Save \$6.00

### Description

Engage your students while they practice their multiplication facts with these shark-themed activities. LOW PREP for you --> INTERACTIVE for your students! The focus is on practicing 2, 5,and 10 times tables.

Included are:

♦Multiplication riddle page

♦True or False cut and paste activity

Here are more of these activities with different themes (Summer, Christmas, Easter, Valentines Day)

I LOVE creating multiplication activities. Click here for MORE MULTIPLICATION PRACTICE IDEAS!

Created by TchrBrowne / Terri's Teaching Treasures

Total Pages
5 pages
Included
Teaching Duration
N/A
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### Standards

to see state-specific standards (only available in the US).
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.